Science Unit

Title of Unit and Boats and Buoyancy Grade Level Grade ½ (focusing on
Subject : grade 2 outcomes)

Teacher: Jordan Kosowan Number of Lessons

and Classes

Unit Overview and Rationale

Students explore what sinks and what floats, and what makes an effective watercraft.
Through building and testing a variety of floating objects, students learn the importance
of selecting appropriate materials and the importance of workmanship in shaping,
positioning, fitting and waterproofing their constructions, so they will do the intended job.
Along the way, students learn about balance and stability and about different methods
that can be used in propelling a watercraft. The concept of density is informally developed
in this topic.

Curricular Outcomes and Essential Questions

General Learner Expectations

Students will:

2-7 Construct objects that will float on and move through water, and evaluate
various designs for watercraft.

Specific Learner Expectations

Students will:

1. Describe, classify and order materials on the basis of their buoyancy.

Students who have achieved this expectation will distinguish between
materials that sink in water and those that float. They will also be aware
that some "floaters" sit mostly above water, while others sit mostly below
water. The terms buoyancy and density may be introduced but are not
required as part of this learning expectation.
2. Alter or add to a floating object so that it will sink, and alter or add to a
nonfloating object so that it will float.
3. Assemble materials so they will float, carry a load and be stable in water.
 4. Modify a watercraft to increase the load it will carry.
5. Modify a watercraft to increase its stability in water.
6. Evaluate the appropriateness of various materials to the construction of
watercraft, in particular:
○ the degree to which the material is waterproof (not porous)
○ the ability to form waterproof joints between parts
○ the stiffness or rigidity of the material
○ the buoyancy of the material.
7. Develop or adapt methods of construction that are appropriate to the
design task.
8. Adapt the design of a watercraft so it can be propelled through water.
9. Explain why a given material, design or component is appropriate to the
design task.

Resources

https://sciencing.com/make-earthquake-model-kids-5347246.html

https://blog.littlelives.com/icebergs-glaciers-mini-lesson-plan-c7561bb5c6d5

https://beyondpenguins.ehe.osu.edu/issue/icebergs-and-glaciers/using-icebergs-to-teach-
buoyancy-and-density

https://www.science-sparks.com/titanic-science-make-an-iceberg/

https://homeschoolden.com/2012/04/02/whale-unit-and-the-arctic-icebergs-blubber-
experiment-buoyancy-and-more/

https://circle.adventistlearningcommunity.com/files/nadscience5-8/Print%20Materials/
ACTIVITIES/LS-BLUBBER%20VS%20BUOYANCY.pdf

https://aroundthekampfire.com/2020/03/arctic-animal-adaptations-blubber-science-
experiment-for-kids.html

https://tinasdynamichomeschoolplus.com/inuit-of-the-arctic/

https://inspirationlaboratories.com/how-to-build-a-boat/

https://www.acs.org/content/dam/acsorg/education/k-8/inquiry-in-action/second-grade/g2-l1.4-
model-boat.pdf

https://www.acs.org/education/resources/k-8/inquiryinaction/second-grade.html
https://www.scribd.com/document/375657387/boats-and-buoyancy-unit-plan-1

https://www.teachingbooks.net/media/pdf/YHBA/WhatFloatsinaMoat.pdf

https://www.iowapbs.org/education/resources/collection/5665/sink-or-float

https://www.youtube.com/watch?v=0BEqLFO2c-A

https://sciencing.com/make-boat-science-project-5711635.html

Learning Sequence

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Buoyancy and Continuing our Using the We will continue In this lesson we
Icebergs - work on properties of our work with will be learning
relating to the buoyancy and Materials to testing boats this about the
Social Studies icebergs while Improve a Model day - an different parts of
Unit. also Boat extension from a boat and the
experimenting last lesson function of each
In this lesson we and predicting First I will do a part (specifically
will be learning what other demonstration Students’ will be a sailboat).
about glaciers objects will sink on what testing different
and icebergs and float. materials absorb boat shapes and We will then be
and why We will discuss water what is the most planning and
icebergs float. density and how buoyant designing our
water expands Absorbency own boats,
We will be when frozen. demonstration Students’ will labelling the
watching some make parts, and listing
videos, having a Predictions predictions, do materials. This
class discussion, the experiment, will be planning
and asking some Paper boat and then write work for when
inquiry demonstration and draw we build our own
questions. We with how many observations boats.
will then sort our pennies it can
questions into hold
puddle, lake,
and ocean Reinforcing the
questions boat together
relating to what demonstration
we are currently
doing in ELA.
Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

In this lesson we In this lesson we In this lesson we In this lesson we In this lesson I
will be finishing will continue our will continue will be finishing will be
up our designs activities: this previous up the testing of introducing
for boat building. includes activities for all boats. propulsion. I will
Students’ will go finishing our those that are Students’ will ask and discuss
through a designs, not done as continue to work with students’
checklist when completing our mentioned in on their what it means
they believe they checklists, Lesson 7, and drawings of and what some
are done their getting materials finish testing the themselves on examples of it
design to ensure and building our rest of our boats. their boats to are in boats.
they have boats, and then Nunavut. We will
everything they begin testing our For the students’ also be I will then follow
need. boats. that are done beginning to it up with 2
entirely, or are write stories to anchor books
Afterwards, they I can only take waiting to test go with our (Water & Boats,
can see me and one at a time to (others’ should artworks on what science factory
collect materials test so if be finishing up we saw on our and SHIPS,
for building their students’ are building), then I way to Nunavut mighty
boats. This done I will have will give them a and what our machines) - I will
should take most filler activities new assignment adventure was read two pages
of the lesson prepared for to work on. like. from water and
and students’ them such as boats focusing
should spend a word searches, Students’ will be on propulsion
significant labelling the drawing a and steering,
amount of time parts of a boat detailed drawing and many pages
building. etc. of their boat from ships
Students’ cannot (students can focusing on
build their boats have them on different forms of
until their their desks to propulsion in
designs are help them). They different ships.
complete. There will be drawing
will also be a themselves on Then we will go
boat labelling their boat, on the to our video
sheet and boat way to Nunavut. slides and
wordsearch. I will print students’ can
pictures of the choose different
northern lights images and
for students’ to discover which
use as well. This videos they lead
will be done on to. These are
big paper. videos on
homemade
This should take propulsion for
students’ the boats etc.
entire class, but
if they are
finished I have
many filler
 activities still
prepared for
them.

Lesson 11 Lesson 12 Lesson 13 Lesson 14

In this lesson we In this lesson, In this lesson, This will be the

will be we will be doing we will be testing final lesson in
continuing our a few different our boats with our boats and
work with origami paper added buoyancy unit.
propulsion. I will boats. This is a propulsion
be doing a quicker Friday components and This will consist
demonstration lesson. finishing building of some
for the kids on a for those that are summative
baking soda and Students’ can not done. assessment and
vinegar powered test their boats review.
boat and we will at home later but Then we will
discuss it. I will we can discuss finish up our We will be using
also demo a buoyancy, how arctic artworks of a kahoot as a bit
rubber band we could add a ourselves on our of a test and
powered boat propulsion boats and our completing our
and a balloon component etc. stories that go setting sail
powered boat. along with them. worksheet one
more time.
Afterwards, For students that
students’ will be are finished all of
given the option that, they can do
to improve their a see, think,
boat from before wonder, in their
by adding a journals of
propulsion pictures of cities,
component. neighbourhoods
Students can etc (relating to
choose between our upcoming
balloon or rubber building things
band powered. unit). Copying
Students’ will be and drawing in
working with detail, identifying
partners. what shapes
they see.
Focusing on
doing grade ½
drawing and
colouring.
Assessment Overview: Overview of all assessment tools, how they will be implemented, and
whether they are formative or summative.

- Class discussions
- This tool will be used very frequently. As a class, and used during instruction,
we will discuss topics in order to gauge students’ understanding.
- Formative

- Sorting questions
- This tool is one we’ve used before relating to ELA. This will help me assess
what students’ want to know about buoyancy and where their understanding is
at.
- Formative

- Predicting what will float and sink

- Together we will predict whether a variety of objects will float or sink. Then we
will test this together and learn about density. Students’ predictions,
observations, and participation in discussion will help me assess their
understanding.
- Formative

- Absorption demonstration with predictions, paper boat demonstration with

predictions, and reinforcing the paper boat demonstration
- Together we will predict and then observe which materials absorb water and
which materials are waterproof. Students’ will then explain what they have
observed in the demonstration. Next students’ will make predictions on how
many pennies a paper boat can hold. We will experiment together and
document our findings. Then we will reinforce the boat with waterproof
materials and see how many pennies it can hold. Students’ participation and
discussion will help me assess their understanding.
- Formative

- Building aluminium foil boats in different shapes and completing worksheet

- Students will be making boats out of aluminium foil in different shapes to see if
shape affects buoyancy. Students will make predictions about how many
pebbles their boat can hold. Students’ will write this, then do their experiment
counting the pebbles, and then write and draw their observations. Their
completion of their worksheet will help me assess what they took away from
the lesson and experiment and what they learned and discovered.
- Formative

- Boat designing
- After learning about the different parts of a boat, students will be designing
their own boats, labelling the different parts, and planning a material list. This
will help me see what they took away from the parts of a boat lesson and if
they can take what they’ve learned about buoyancy and materials to design a
boat. Students must design a boat that can hold a load of 5 dominoes and
move by sail. Students’ will also complete a checklist while designing to ensure
their design has everything it needs.
- Summative
- Boat testing after boat building
- Students’ will be testing their boats after designing, completing the checklist,
and building their boats. Their boats must hold 5 dominoes and move by sail.
This will be assessed summatively as evidence of their learning and be
assessed through a rubric.
- Summative

- Baking soda and vinegar boat demonstration

- This will go along with our propulsion lesson, students’ observations and
discussions will help me assess understanding.
- Formative

- Testing propulsion boats in partners

- Students are choosing between two forms of propulsion: rubber band or
balloon, and improving one boat together with partners to give it that propulsion
component. We will be testing these boats together. This will assess their
learning around propulsion. This will be assessed through the same rubric, but
also through a set of oral questions to see if students’ understand why their
boat did or did not work.
- Summative

- Final Kahoot
- As a final assessment students’ will complete a kahoot on boats and buoyancy.
I will look at the results afterwards as a summative assessment.
- Summative
 Assessment Matrix

Class Sorting Float or sink Absorption, Aluminium Boat Boat Baking soda Propulsion Kahoot
discussions questions paper boat, Foil boats design testing vinegar boat testing
Formative reinforcement propulsion Summative
Formative Formative Formative Summative Summative (25%)
Formative (25%) Summative Formative (25%)
(25%)

2-7.1 X X X X X X X X

2-7.2 X X X X

2-7.3 X X X X X X X

2-7.4 X X X X X X X

2-7.5 X X X X X X X

2-7.6 X X X X X X X X X

2-7.7 X X X X X X X X

2-7.8 X X X X

2-7.9 X X X X X X X X